摘要
在外语/二语学习过程中,必须充分考虑语言环境、社会语言环境、学习风格、学习年龄、学习阶段等因素,这些因素对学习者努力的结果有直接的决定性的影响。它们影响外语/二语学习者是否以及怎样充分利用可以得到的一切学习机会,而是否以及怎样充分利用可以得到的一切学习机会又决定外语/二语学习者能否学得目的语。外语/二语教师应该根据这些因素采取相应的教学策略和途径,来满足外语/二语学习者的学习需求。二语/外语教师在学习过程中的重要作用,体现于引导学习者以最适合自己学习风格的学习方法充分地有效地利用所能得到的二语/外语学习机会。
In the process of EFL/ESL learning, such factors as language environment, social-linguistic context, learning style, learning age and learning stage must be take into adequate consideration, for they have direct decisive impact on the outcome of the learners' effort. They affect whether or how an EFL/ESL learner makes full use of the available learning opportunities, which in turn determines whether an EFL/ESL learner can learn the target language or not. EFL/ESL instructors must adopt corresponding strategies and approaches to these factors to meet EFL/ESL learners' personal learning needs. The important role of instructors in EFL/ESL learning is embodied in their guidance of EFL/ESL learners to a full efficient use of the available learning opportunities in a way most compatible with their own learning style.
出处
《四川师范大学学报（社会科学版）》
CSSCI
北大核心
2005年第4期54-60,共7页
Journal of Sichuan Normal University(Social Sciences Edition)
